Planning the communication of children in productive activities. Planning various activities and communication of children during the day

The study was conducted in MOGU No. 4 in Tula (preparation courses for school). The sample consisted of 20 children of senior preschool age, 10 people in the experimental and control groups.

The list of children in the experimental and control groups is presented in Table 3.

Table 3 List of children in the experimental and control groups

Description and analysis of the results obtained at the ascertaining stage

1. Comprehensive observation of children in natural conditions

The results of the diagnosis of complex observation of children in natural conditions in the experimental and control groups at the ascertaining stage of the experiment are presented in Table 4.

Table 4 Results of comprehensive observation of children in natural conditions at the ascertaining stage of the experiment in the experimental and control groups

Table 4 shows that 1 child (10%) in the experimental and control groups has a high level of development of communication culture skills. Children of this category show attention to their peers, address by name, use a friendly tone; on their own initiative (without reminding adults) they greet, thank a peer and say goodbye to him; in conflict situations they do not offend the interlocutor (they try to resolve the conflict themselves or seek the help of an adult). 4 children (40%) in the experimental group and 7 children (70%) in the control group have an average level; these children do not always show attention to their peers, do not always address by name, rarely notice the mood of another child, do not always greet and say goodbye, do not use polite words enough; relationships prevail. 5 preschool children (50%) in the experimental group and 2 children (20%) in the control group have a low level of development of communication culture skills. Children of this category very rarely address by name, do not take into account the opinions of other children; when communicating with peers, an openly negative, selective relationship prevails.

2. Methodology "Identification of the level of development of dialogical communication of children (conversation on the proposed situation) (methodology of E.I. Radina)"

The results of diagnostics according to the method "Conversation on the proposed situation" at the ascertaining stage of the experiment are presented in Table 5.

Table 5 Results of diagnostics according to the method "Conversation on the proposed situation" at the ascertaining stage of the experiment

An analysis of the results presented in the table shows that a friendly tone of communication was observed in 40% of children, both in the experimental and control groups, an unfriendly tone of communication - in 60% of the subjects in both groups, a calm tone of communication in 30% of the subjects in the experimental group. group and 40% of children in the control group, a loud tone of communication - in 70% of the experimental group and 60% of the subjects in the control group, show attention to the speech of the interlocutor - 30% of the subjects of the experimental group and 40% of the children in the control group, are inattentive to speech interlocutor - 70% of the children of the experimental group and 60% of the control group, interrupt the interlocutor - 70% of preschoolers of the experimental group and 80% of the control group, do not interrupt the interlocutor - 30% of the children in the experimental group and 20% of the subjects in the control group, use speech etiquette - 40 % of the subjects in both groups and do not use speech etiquette for 60% of children in each group.

Thus, most of the subjects in the sample (70% in the experimental group and 60% of children in the control group) have a low level of development of dialogical communication. For children with a low level of development of dialogic communication, monosyllabic answers are characteristic, indicating an unwillingness or inability to build complete speech structures, ask questions, and use formulas of speech etiquette in speech. Children of this category are characterized by an unfriendly, noisy tone of communication, inattention to the speech of the interlocutor.

The average level is typical for 20% of the subjects in the experimental group and 30% of children in the control group. For children with an average level of development of dialogic communication, incomplete answers of children are characteristic, indicating a desire to enter into communication, ask questions themselves, and use formulas of speech etiquette in conversation. Children of this category do not always use a friendly, calm tone of communication, are not always attentive to the speech of the interlocutor, often do not use speech etiquette.

Only 10% of the subjects in the sample (both in the experimental and control groups) have a high level of development of dialogic communication. For children with a high level of development of dialogic communication, complete answers are characteristic, indicating a desire to enter into communication, to ask questions themselves; these children use formulas of speech etiquette in conversation, a friendly, calm tone of communication, attention to the interlocutor's speech.

3. Methodology "Studying speech communication skills" (according to G.A. Uruntaeva and Yu.A. Afonkina)

The results of diagnostics according to the method "Study of speech communication skills" (according to G.A. Uruntaeva and Yu.A. Afonkina) at the ascertaining stage of the experiment in the control and experimental groups are presented in Table 6.

Table 6 The results of diagnostics according to the method "Study of speech communication skills" at the ascertaining stage of the experiment in the experimental and control groups

Analysis of the results of the "Studying Speech Communication Skills" methodology presented in the table showed that 60% of the subjects (6 children) in the experimental group and 30% of the subjects (3 children) in the control group have a low level of development of speech communication skills. Children with a low level of development of speech communication skills are inactive, not talkative in communication with children and the teacher, inattentive, rarely use forms of speech etiquette, do not know how to consistently express thoughts, accurately convey their content. Too loud or soft voice, speech is interrupted, frequent use of unnecessary words. There is no visual contact with the interlocutor; during communication, the posture is tense, uncomfortable; complete absence of movements of the hands and head; the absence of any change in facial expression during the conversation.

30% of children (3 people) in the experimental group and 50% of preschoolers (5 people) in the control group have an average level of development of speech communication skills. Children with an average level of development of speech communication skills are able to listen and understand speech, participate in communication more often at the initiative of others; the strength of the sound of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, easy gestures adequate to the conversation are used; gestures change too often, sometimes making communication difficult.

Only 10% of the subjects (1 person) in the experimental group and 20% of the subjects (2 people) in the control group have a high level of development of speech communication skills. Children of this category are active in communication; are able to listen, understand speech; communication is based on the situation; these children easily come into contact with the children and the teacher; clearly and consistently express their thoughts, know how to use the forms of speech etiquette. The strength of the sound of the voice corresponds to the norm, the speech is smooth, continuous, the use of unnecessary words is absent. There is visual contact with the interlocutor, a constantly relaxed, comfortable posture when communicating, easy gestures adequate to the conversation are used; facial expression indicates interest in communication.

4. Sociometric analysis

The results of sociometric analysis diagnostics at the ascertaining stage of the experiment in the experimental and control groups are presented in sociomatrices (see Appendix)

According to the results of sociometric analysis, 60% of children (6 people - Andrey S., Alexey V., Vitya L., Nastya N., Natasha S., Polina K.) in the experimental group and 70% of children (7 people - Alina L., Anya M., Kostya B., Masha O., Marina D., Oleg K., Yana Ch.) in the control group belong to the status category "accepted" and have a more or less favorable status in the group, which means the well-being of these children in system of interpersonal relations, their satisfaction in communication, recognition by peers. 40% of preschoolers (4 people) in the experimental group and 30% of children (3 people) in the control group have an unfavorable status in the group: 20% of children in both the experimental and control groups (2 people each - Katya O., Yura G (special group), Dasha M., Kirill K. (counter group)) belong to the status category "unaccepted"; 20% of children (2 people - Natasha T., Olya M.) in the experimental group and 10% of the subjects (1 person - Misha P.) in the control group have the status of "isolated".

On the basis of sociomatrices, one can also say about the nature of relationships in groups. . There is a lack of cohesion within the teams of both groups, and in the class there is also disunity by gender: basically, the children were divided into groups of girls and boys, and within each of the groups there are close-knit microgroups - children are mostly friends with each other for 2 - 3 people. Although mutual sympathy is also observed between some boys and girls. Also, according to the results of the tables, the level of well-being of relationships in groups (BWM) was determined. Both in the experimental and control groups, the WWM is quite high, because the number of children with favorable status exceeds the number of children with unfavorable status. An important indicator of WWM is also the "isolation index", which should not exceed 15-20%; in the experimental group it is 20%, and in the control group it is 10%.

5. Participant observation during problem situations

The results of the included observation diagnostics during problematic situations at the ascertaining stage of the experiment in the experimental and control groups are presented in Table 7.

Table 7 Results of participant observation during problem situations at the ascertaining stage of the experiment in the experimental and control groups

State of the art	The degree of emotional involvement of the child in the actions of a peer	The nature of participation in peer activities	The nature and severity of empathy with a peer	The nature and degree of manifestation of prosocial forms of behavior
	Counter. Gr.		Counter. Gr.		Counter. Gr.		Counter. Gr.

Based on the results presented in Table 7, the following conclusions can be drawn:

1. According to the scale "The degree of emotional involvement of the child in the actions of a peer", 20% of children (2 people) in the experimental group and 30% of children (3 people) in the control group have a high level - these children show interest in their peers, closely observe and actively intervene in peer actions; 50% of the subjects (5 people) in the experimental group and 60% of children (6 people) in the control group belong to the average level. Children of this category periodically closely observe the actions of their peers, individual questions or comments on the actions of their peers. According to this indicator, 30% of children (3 people) in the experimental group and 10% of the subjects (1 person) in the control group have a low level, which indicates that the children of this group have either a complete lack of interest in the actions of their peers (does not pay attention, looks around, goes about his business, talks to the experimenter), or throw only cursory, interested glances in the direction of a peer.

2. According to the scale "Nature of participation in peer activities" 10% of children (1 person) in the experimental group and 40% of children (4 people) in the control group have a high level, i.e. these children positively evaluate the actions of their peers - they approve, give advice, prompt, help; The average level is 50% of the subjects (5 people each) in both the experimental and control groups. Children in this category have demonstrative assessments of their peers' actions - they compare with themselves, talk about themselves. 40% of children (4 persons) in the experimental group and 10% of children (1 person) in the control group are classified as low according to this indicator. These children either have no assessments of their peers at all, or their assessments are negative - they scold, ridicule.

3. According to the scale "The nature and severity of empathy with a peer", which are clearly manifested in the child's emotional reaction to the success and failure of another, censure and praise by adults of a peer's actions, 20% of children (2 people) in the experimental group and 30% of the subjects have a high level (3 people) in the control group. These children have an adequate reaction - joyful acceptance of a positive assessment and disagreement with a negative assessment. Here the child, as it were, seeks to protect his peer from unfair criticism and emphasize his dignity. This response reflects the ability to empathize and compassion. The average level for this indicator includes 20% of children (2 people) in the experimental group and 60% of children (6 people) in the control group. Children in this category have a partially adequate reaction - agreement with both positive and negative assessments of an adult. This variant of the reaction rather reflects the child's attitude to the adult and his authority and an attempt to objectively assess the result of the partner's actions. 60% of preschoolers (6 people) in the experimental group and 10% of children (1 person) in the control group belong to a low level, i.e. these children have either an indifferent reaction, which consists in indifference to both positive and negative assessments of the partner by an adult, or an inadequate reaction - unconditional support for the adult's censure and protest in response to his encouragement.

4. According to the scale "The nature and degree of manifestation of prosocial forms of behavior" in a situation where a child faces a choice to act "in favor of another" or "in his own favor", 10% of children (1 person) in the experimental group and 20% preschoolers (2 people) in the control group. Children of this group provide unconditional assistance to their peers, without any requirements and conditions: the child provides the other with the opportunity to use all his elements. 40% of children (4 people) in the experimental group and 60% of the subjects (6 people) in the control group belong to the average level. This indicates pragmatic help to a peer of this category of children - in this case, children do not refuse to help a peer, but only after they complete the task themselves. The low level for this indicator includes 50% of the subjects (5 people) in the experimental group and 20% (2 people) in the control group. These children either refuse to help their peers - they do not succumb to any persuasion and do not give up their details to their partner, or they provide provocative help - the children are reluctant, under peer pressure, give up their details. At the same time, they give the partner one element of the mosaic, clearly expecting gratitude and emphasizing their help, obviously understanding that one element is not enough, and thereby provoking the next request of their peer.

6. Technique "Guess the emotion"

The results of diagnostics according to the "Guess the emotion" method at the ascertaining stage of the experiment in the experimental and control groups are presented in Table 8.

Table 8 The results of diagnostics using the "Guess the emotion" method at the ascertaining stage of the experiment

Analysis of the results of the "Guess the emotion" technique showed that the majority of the subjects - 50% of the subjects (5 people) in the experimental group and 40% of the children (4 people) in the control group belong to a low level of ability to understand the emotional state of another person. Children of this category do not cope with tasks: in most cases, they incorrectly name the emotions depicted in the picture and cannot characterize the state of the person experiencing the specified emotion; children do not understand the mood of people, do not correctly differentiate and evaluate their actions and actions. These guys are characterized by difficulties in describing the experienced emotional state of the interlocutor by the expression of his face, posture, emotions, gestures, and giving non-expanded answers in describing situations in which the specified state of a person occurs.

The average level includes 40% of the subjects (4 people each) from both groups. These children do not cope with all the tasks: they do not always correctly name the emotions depicted in the pictures and characterize the state of the person experiencing the specified emotion; these children do not understand the mood of people very well, they differentiate and evaluate their actions not always correctly.

Only 10% of children (1 person) in the experimental group and 20% of children (2 people) in the control group belong to a high level. These children coped with the task: they accurately understand the emotional state of the interlocutor by his facial expression, posture, emotions, gestures, give detailed answers in describing situations in which the specified state of a person occurs, children easily understand the mood of people, differentiate their actions, evaluate actions.

Analysis of the results of the ascertaining stage of the experiment allows us to draw the following conclusions:

1. The majority of preschool children in the experimental group (50%) have a low level of development of communication culture skills. Children of this category very rarely address by name, do not take into account the opinions of other children; when communicating with peers, an openly negative, selective relationship prevails.

The majority of preschool children in the control group (70%) have an average level of development of communication culture skills. These children do not always show attention to their peers, do not always address by name, rarely notice the mood of another child, do not always greet and say goodbye, do not use polite words enough; relationships prevail.

2. 70% of children in the experimental group and 60% in the control group have a low level of development of dialogic communication. For children with a low level of development of dialogic communication, monosyllabic answers are characteristic, indicating an unwillingness or inability to build complete speech structures, ask questions, and use formulas of speech etiquette in speech.

3. Most of the children (60%) in the experimental group belong to a low level of development of speech communication skills. Children with a low level of development of speech communication skills are inactive, not talkative in communication with children and the teacher, inattentive, rarely use forms of speech etiquette, do not know how to consistently express thoughts, accurately convey their content. These children are characterized by a too loud or quiet voice, intermittent speech, frequent use of unnecessary words; there is no eye contact with the interlocutor; during communication, the posture is tense, uncomfortable; complete absence of movements of the hands and head; the absence of any change in facial expression during the conversation.

Half of the preschoolers (50%) in the control group belong to the average level of development of speech communication skills. Children with an average level of development of speech communication skills are able to listen and understand speech, participate in communication more often at the initiative of others; the strength of the sound of the voice does not always correspond to the norm, speech is smooth, continuous, frequent use of unnecessary words, relaxed, comfortable posture when communicating, easy gestures adequate to the conversation are used; gestures change too often, sometimes making communication difficult.

4. According to the results of sociometric analysis, 60% of the children of the experimental group and 70% of the children of the control group have a favorable status in the group and belong to the status category "accepted", which means the well-being of these children in the system of interpersonal relations, their satisfaction in communication, recognition by peers. 40% of children in the experimental group and 30% of children in the control group have an unfavorable status and belong to the status categories "rejected and isolated" can be said about the nature of the relationship that exists in the group. Not a single child belongs to the status category "preferred". There is a lack of cohesion within the teams of both groups, and in the class there is also disunity by gender: basically, the children were divided into groups of girls and boys, and within each of the groups there are close-knit microgroups - children are mostly friends with each other for 2 - 3 people. Although mutual sympathy is also observed between some boys and girls. The level of well-being of relationships in groups is quite high, because the number of children with favorable status exceeds the number of children with unfavorable status.

5. Based on the analysis of the results of participant observation in the course of problem situations at the ascertaining stage of the experiment, a general conclusion can be drawn about the nature of the emotional manifestations of children during the solution of social problems. Both in the experimental and in the control groups, low and medium levels of manifestation of empathy and emotional attitude towards a peer prevail (the degree of emotional involvement of the child in the actions of a peer; the nature of participation in the actions of a peer, i.e. the color of emotional involvement in the actions of a peer; the nature and degree of severity peer empathy). This suggests that the majority of children in both groups show indifference, indifference and disinterest in the actions of their peers; preschoolers have negative and demonstrative assessments of their peers' actions, i.e. they either compare with themselves, or scold and ridicule their peers; Most children do not empathize with their peers, they show a positive emotional reaction to the failures of another child and encourage adults to blame their peers for their actions; preschoolers in most cases refuse to help their peers, or show provocative help, reluctantly, under peer pressure, or pragmatic when they themselves complete the task.

6. Most of the children in the experimental (50%) and control (40%) groups have a low level of ability to understand the emotional state of another person. Children of this category do not cope with tasks: in most cases, they incorrectly name the emotions depicted in the picture and cannot characterize the state of the person experiencing the specified emotion; children do not understand the mood of people, do not correctly differentiate and evaluate their actions and actions. These guys are characterized by difficulties in describing the experienced emotional state of the interlocutor by the expression of his face, posture, emotions, gestures, and giving non-expanded answers in describing situations in which the specified state of a person occurs.

Library
materials

Content

Introduction……………………………………………………………………….…3

1. Game and personality development of a preschooler……………………………………….4

2. The development of the personality of a preschooler in labor activity……………….25

3. The study of the development of creativity of preschoolers in visual activity……………………………………………………………………………..30

Conclusion…………………………………………………………………………51

Introduction

Communication is the main condition for the development of the child, one of the most important factors in the formation of personality, one of the main types of human activity, which is aimed at cognition and self-esteem through other people. From the first moments of a child's life, communication is one of the most important factors in mental development.

Recently, teachers and parents have increasingly noted with concern that many preschoolers experience serious difficulties in communicating with their peers. This, as a rule, is expressed in the inability to find an approach to a communication partner, maintain and develop established contact, coordinate one’s actions in the process of any activity, adequately respond and express one’s sympathy for a particular child, there are difficulties in the ability to empathize in sadness and rejoice in the success of another of a person - all this leads to various kinds of conflicts and misunderstanding of the interlocutors of each other.

The basic norms of behavior in the first place the child learns in the family. They are reflected in the process of his communication with peers. Interest in peers appears later than in adults. The development of communication with other children is influenced by the nature of the activity and the availability of skills for its implementation. Kindergarten is the first social association of children, various relationships are manifested here. Depending on the age, the attitudes of preschoolers change. They are evaluated on business, personal and moral qualities.

Visiting kindergarten, children with great desire unite in games, work, joint activities. Friendships develop between some children. It is very important to carefully study these independent "groupings". It is necessary to direct the activities of children and their relationships, to look for the right ways to create new children's associations.

1. Game and personality development of a preschooler

The game is a huge bright spot

through which to the spiritual world of the child

a life-giving stream of ideas pours in

and concepts about the environment.

The game is the spark that ignites the fire

inquisitiveness and curiosity.

V.A. Sukhomlinsky

Childhood is a large and responsible period of the mental development of the individual. During this period, the game is a natural companion of the child's life, a source of joyful emotions, which has great educational power.

Outstanding psychologists L.S. Vygotsky, A.V. Zaporozhets, A.N. Leontiev, L.A. Lyublinskaya, S.A. Rubinshtein, D.B. Elkonin consider the game to be the leading activity in preschool age, which is the main content of a child’s life , thanks to which significant changes occur in his psyche, qualities are formed that prepare the transition to a new, higher stage of development.

All aspects of the personality are involved in the game process: the child moves, speaks, perceives, thinks; in the game, his imagination, memory are actively working, emotional and volitional manifestations are intensified. Game activity affects the formation of the arbitrariness of all mental processes: voluntary behavior, attention and memory develop. Therefore, the game is of great importance for the overall mental development of the child.

Elkonin D.B. emphasized that the game is a complex psychological phenomenon that gives the effect of general mental development. According to Ushinsky K.D., the child “lives” in the game and the traces of this life remain deeper in him than the traces of real life.

The game occupies a very important, if not central, place in the life of a preschooler, being the predominant form of his independent activity. In domestic psychology and pedagogy, the game is considered as an activity that is of great importance for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation (A. V. Zaporozhets, A. N. Leontiev, D. B. Elkonin, L. A. Wenger, A. P. Usova, etc.).

Children's play includes two main types: creative play and play with rules. The general characteristic of the game is that it is an optional activity, not related to the achievement of utilitarian goals, an activity that gives pleasure. But at the same time, each of these types has its own specific features that significantly distinguish them from each other, and have different meanings in the development of the child.

1. Games with rules provide an opportunity to systematically train children in developing certain skills, they are very important for physical and mental development, character and will education. Without such games in kindergarten, it would be difficult to conduct educational work. Children learn games with rules from adults, from each other. Many of them are passed down from generation to generation, but when choosing a game, educators must take into account the requirements of the present.

According to the content and methods of playing games with rules, they are divided into two groups: didactic and mobile.

Didactic games contribute mainly to the development of the child's mental abilities, since they contain mental tasks, the solution of which is the meaning of the game. They also contribute to the development of the child's senses, attention, memory, logical thinking. It should be noted that a didactic game is an effective method of consolidating knowledge; it should by no means turn into a learning activity. The game captures the child only if it gives joy and pleasure.

Outdoor games are important for the physical education of preschoolers, as they contribute to their harmonious development, satisfy the needs of children in movement, and contribute to the enrichment of their motor experience. Two types of outdoor games are carried out with preschool children - story games and game exercises (non-story games).

The subject of outdoor games is based on the experience of the child, his idea of ​​the world around him (the actions of people, animals, birds), which they reproduce with movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of other players, not to be capricious, to act in an organized manner, as required by the rules.

2. Creative gamesmake up the most saturated typical group of preschool children's games. They are called creative because children themselves determine the purpose, content and rules of the game, reflecting mainly the surrounding life, human activities and relationships between people.

A significant part of creative games are role-playing games “into someone” or “into something”.

Organization and management of creative games for preschoolers in the first and second half of the day

I observed the gaming activity in kindergarten No. 29 in the period from 11/24/2014. to 12.12.2014 The educator uses all types of games (didactic, role-playing, outdoor, construction and other games). Games are displayed both in joint and independent activities. Games are also used in GCD. All kinds of games are reflected in the plan. Thus, the educator in his activities uses different types of games: both creative and games with rules.

In independent activities, children can play on their own. I noted that the themes of role-playing games are very diverse, there are also mixed themes. Girls gave preference to both games that are characteristic of them (“daughters-mothers”, a store, a hospital, a hairdresser) and those that are not characteristic (a taxi driver, a sales representative). In the process of organizing games, the children were quite independent, all games arose on their initiative. The intervention of the teacher was required only in the event of conflicts. Conflicts arose over difficulties in the distribution of roles, the choice of attributes, as well as conflict situations when the child did not want to reckon with the generally set rules or any participant in the game did not suit him. The number of playing groups is from 3 to 5 people. Of the 20 children, 10 did not take part in the games due to the fact that they were engaged in individual activities, 4 children did not show interest in story games, preferring other activities (drawing, construction).

I conducted a conversation with the children in order to identify their attitude to the game.

Analysis of answers to the question, “What games do you like to play in kindergarten? shown in Figure 1.

picture 1

To the second question of the conversation, “What games do you play at home?”, 82% of the girls answered that in “Daughters-mothers” (“in dolls”), 35% of boys at home prefer to play “Transport”, “War” (“ into cars and soldiers"), into computer games (55%), into the designer (10%).

To the third question of the conversation, “Who do you play with at home?”, the children answered as follows: 55% play alone, 19% play with their parents, and 26% play with brothers and sisters.

Analysis of observations of the play activities of preschoolers

As an example, consider the role-playing game "School"

Educator: “Guys, you have already become big, you will go to school soon, and let's try to play school”

Anya: "Let's play school!!!"

Alyona: “Okay, but I will be the teacher and you will be the students!”

Natasha: “No, I want to be a teacher!”

Educator: "Girls, don't fight. Let's each take turns being the teacher, okay?"

Misha: "I'll take the bag now, as if it were my school bag"

Katia: "I'll take the bag too!"

Educator: "Okay, get ready to play"

Alyona: "Hello children. I am your teacher and today we have a writing lesson. Get out your notebooks and pens and write those hooks that I have drawn on the board in my notebook.

Misha: “I can’t see what is drawn there, I want to write whatever you want in a notebook!”

Alyona: “Today I am a teacher and I must obey, let's write in notebooks!”

Anya: “I have already drawn everything, check my notebook”

Natasha: “I also drew and I want a math lesson. Let there be math!

Lisa: “I want a drawing lesson. I want to draw in a notebook and not do math.”

Alyona: “Calm down. Now I will check how you wrote the hooks in your notebooks.

Natasha: “I was the first to make hooks”

Alyona: “Well done, Natasha, I will give you a good mark. And now we will count the apples that I will show you.

Misha: "You have 2 apples"

Alyona: "Not right"

Lisa: "You have three apples"

Alyona: "Well done! Counted"

Natasha: "I want to be a teacher now, I'm tired of being a student"

Educator: "Alyona. Let Natasha be a teacher now.”

Natasha: “Now you have a reading lesson. Who will read me a poem?

Misha: “I know a poem about a clubfoot bear!”

Natasha: "Okay, tell me! Well done"

Lisa: “I also know a poem about autumn”

Anya: “I will tell a poem about winter and I don’t want to play anymore”

Educator: "Anna, why don't you want to play?"

Anya: “I also want to be a teacher, I want to run and jump in class, not read”

Educator: “Now Anya will teach you a physical education lesson”

Anya: “Let’s walk around the room, now we’re running, and now we’re crawling on our haunches”

Misha: "I'm tired of playing school and I don't want to play anymore"

Natasha: "I also want to play something else"

In this game, the children reflected the relationship between the teacher and students.

The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of the children and the development of fantasy. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or a family member (mother, grandmother). Sometimes the roles of animals, characters from fairy tales are played. Creating a game image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role of their individual traits. Similarly, in the role played by a pilot or astronaut, the features of a hero are combined with the features of a child who portrays him. Therefore, the roles may be the same, but the game images are always individual.

Numerous observations show that the choice of play is determined by the strength of the child's experiences. He feels the need to reflect in the game and everyday impressions associated with the feelings that he has for loved ones, and unusual events that attract him with their novelty.

The task of the educator is to help the child choose the brightest from the mass of life impressions, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to control the game is to create interest in a particular life event, influence the imagination and feelings of children. In order to make an interesting game, it is not enough that children only see how they build a house, transport goods, sew clothes, etc. If we limit ourselves to this, the guys will only imitate the actions of adults, not realizing the significance of their work. As a result, the game will be poor, with little content. It is necessary to deeply excite children with the events of life, the labor exploits of people, so that they want to imitate them, to experience with them. A book, a picture, a movie, a puppet theater helps to complete this task. If in younger groups it is only important to teach children to deliberately choose a game, then with older preschoolers it is necessary to jointly discuss not only the topic of the game, but also outline a plan for the development of the plot in general terms, determine the activities of each of the players. Of course, the game plan can only be indicative, as the plot develops a lot of new things are introduced into it, but the invention of everyone is subject to a common goal. The educator, thus, directs the game, directs its content, influences the relationship of children.

Children choose a playing role in accordance with their interests, their dreams of a future profession. They are still childishly naive, they will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, in the game, the child develops general ideas about the meaning of labor, about the role of various professions.

Most of the games reflect the work of adults: children imitate the household chores of mothers and grandmothers, the work of an educator, doctor, teacher, driver, pilot, astronaut, etc. him participation.

The content of children's games is diverse: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and public is conditional. In the same game, elements of everyday life, work and social life are often combined: a mother takes her daughter-doll to kindergarten, and she hurries to the factory; parents with children go to a festive demonstration, to the stadium. But in each game there is a predominant motive that determines its content, its pedagogical significance.

Playing with dolls in daughter-mothers has existed at all times. This is natural: the family gives the child the first impressions of the surrounding life, the parents are the closest, beloved people who, first of all, want to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take care of children more. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, carry babies in a stroller.

Observing the behavior of the child in the game, one can judge the relationship of adults in the family, their treatment of children. These games help to educate children in respect for parents, for elders, the desire to take care of babies. Imitating the household work of adults, children learn some housework skills: they dust doll furniture, sweep the floor in their “house”, and wash doll linen. Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: a New Year tree, a visit to the puppet theater, the zoo.

In all kindergartens, children drive trucks, travel in trains, on ships, and fly on airplanes. Construction is going on everywhere in our country, and children tirelessly build houses, factories, new cities. These games reflect the specifics of work and life of each republic, each region. Thus, through the game, children's interest in various professions is consolidated and deepened, respect for work is brought up.

The structure of the plots in the older group is very diverse; in this game, the children reflected a single-theme game - the game to school. However, this game was multi-personal because there were students and a teacher and there were different lessons that the children liked.

D.B. Elkonin paid great attention to the game. Studying the games of children aged 3–7 years, he singled out and characterized four levels of its development.

First level:

1) actions with certain objects aimed at an accomplice in the game. This includes the actions of the "mother" or "doctor" directed at the "child";

2) roles are defined by action. The roles are not named, and the children in the game do not use in relation to each other the real relationships that exist between adults or between an adult and a child;

3) actions consist of repetitive operations, for example, feeding with the transition from one dish to another. Apart from this action, nothing happens: the child does not lose the process of cooking, washing hands or dishes.

Second level:

1) the main content of the game is an action with an object. But here the correspondence of the game action to the real one comes to the fore;

2) roles are called children, and a division of functions is outlined. The execution of a role is determined by the implementation of the actions associated with this role;

3) the logic of actions is determined by their sequence in reality. The number of actions is expanding.

Third level:

1) the main content of the game is the performance of actions arising from the role. Special actions begin to stand out that convey the nature of relations with other participants in the game, for example, an appeal to the seller: “Give me bread,” etc .;

2) the roles are clearly delineated and highlighted. They are called before the game, determine and direct the behavior of the child;

3) the logic and nature of actions are determined by the role taken on. Actions become more diverse: cooking, washing hands, feeding, reading a book, putting to bed, etc. There is specific speech: the child gets used to the role and speaks as required by the role. Sometimes, during the game, real-life relationships between children can manifest themselves: they begin to call names, swear, tease, etc .;

4) the violation of logic is protested. This is expressed in the fact that one says to the other: "This does not happen." The rules of conduct that children must obey are defined. The incorrect performance of actions is noticed from the side, this causes grief in the child, he tries to correct the mistake and find an excuse for it.

Fourth level:

1) the main content is the performance of actions related to the attitude towards other people, the roles of which are performed by other children;

2) the roles are clearly delineated and highlighted. During the game, the child adheres to a certain line of behavior. The role functions of children are interconnected. Speech is clearly role-playing;

3) actions occur in a sequence that clearly recreates the real logic. They are varied and reflect the richness of the actions of the person portrayed by the child;

4) violation of the logic of actions and rules is rejected. The child does not want to break the rules, explaining this by the fact that it really is, as well as by the rationality of the rules.

After analyzing my observations of play activity, I can conclude that the development of play in this group, according to D.B. Elkonin, is at the third level.

It is not uncommon to observe how long and enthusiastically children make crafts, preparing for the game already in a certain way: sailors are building a ship, making life buoys, doctors and nurses are equipping a polyclinic. Sometimes a child introduces a playful image into real work. So, putting on a white apron and a scarf to make cookies, he turns into a worker in a confectionery factory, and when cleaning the site, he becomes a janitor.

The management of creative games is one of the most difficult sections of the methodology of preschool education. The teacher cannot foresee what the children will come up with and how they will behave in the game. But this does not mean that the role of the educator in the creative game is less active than in the classroom or in games with rules. However, the originality of children's activities requires unique methods of management.

The most important condition for the successful management of creative games is the ability to win the trust of children, to establish contact with them. This is achieved only if the teacher takes the game seriously, with sincere interest, understands the intentions of the children, their experiences. The children willingly tell such a teacher about their plans, turn to him for advice and help.

The question is often posed: can and should the educator intervene in the game? Of course, he has such a right, if it is required in order to give the game the right direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust among children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observing children in the process of this type of activity gives the teacher rich material for studying their pupils, helps to find the right approach to each child. The main way of education in the game is to influence its content, i.e., the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

Children should not be offered ready-made plots of the game developed by the teacher. Children in the game imitate the activities of adults, but do not copy it, but combine their ideas, express their thoughts and feelings. And if they are offered to act according to the teacher's plan, to copy these images, then this will suppress their imagination, independence, and spontaneity.

The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues of pediatric pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Carrying out his role with enthusiasm, the child does not lose the sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. Outwardly showing respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game strongly captivates the child, if he consciously and deeply entered the role, game experiences defeat egoistic impulses. The task of the teacher is to educate children on the best examples from the life and work of people that contribute to the formation of positive feelings and motivations.

When organizing a game, difficult questions arise for the teacher: every child wants to be in charge, but not everyone knows how to reckon with the opinion of their comrades, to fairly resolve disputes. Choosing an organizer requires a lot of attention. Not everyone can cope with this role, but all children need to be educated in activity and organizational skills. For example, the guys decided to make a sea voyage, and many want to become a captain. The teacher, based on the idea of ​​the game, reminds the children about what they saw, read, says that, in addition to the captain, there are many other interesting professions on the ship: assistant captain, radio operator, pilot, and suggests thinking and deciding who to appoint to this or that role. Children themselves remember that they need a cook, a doctor. "Is there a library on the ship?" asks the book lover. It turns out that everyone has something to their liking. The teacher talks about the responsible work of sailors, and this role also becomes attractive.

It is especially difficult for the teacher to manage the game when it has already begun. While the plot is being discussed and the children have not yet entered the image, the teacher can give advice without changing, however, the children's intention. Careless intervention during role-playing can destroy the image created by the child. If the educator understands the intentions of the children, their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as actors.

For example, there are two planes at the airport, passengers are moving from one to the other, there is no order. The teacher in the role of a passenger asks: “Comrade chief, who announces the landing? Which plane leaves for Leningrad? The boss picks up the idea, organizes the control room, negotiates with the dispatcher which plane will depart first, takes care of the organized boarding of passengers.

By properly organizing the games, the educator helps each child find his place in the game team and become its active member, educates him as a good friend, fair and modest.

Each child needs an individual approach, even if his behavior in the game does not cause any anxiety of the teacher. Shy, insecure children who, because of this, seem to be uninitiative, require special attention. We categorically object to the division of children into an asset and a liability of the group. The imaginary passivity of the child is mostly due to the fact that it is difficult for him to immediately enter the life of the team, and adults do not help him in this, do not understand his interests. Many facts show how such a child is transformed if he finds the support of an educator, how his creative abilities and organizational skills flourish.

There are many difficulties for the teacher and with children who are too lively, courageous, proud. For the most part, they are the instigators of games, and the guys willingly obey them. Supporting and developing the organizational abilities of these children, it is necessary to instill in them modesty, a sense of responsibility, respect for comrades, and the habit of reckoning with other people.

During the game, there are many moments that require the educator to be subtle observation and resourcefulness, the ability to unite children to complete the game task, to distract them from imitating the bad. For example, in games, disputes can break out, and even quarrels between children. The reasons for them are different, and with the age and development of children, the nature of conflicts changes. Toddlers most often quarrel over possession of a toy. The teacher will easily reconcile them by offering an equally attractive doll or car. At an older age, misunderstandings may arise due to the fact that in a joint game, children do not always understand each other.

For example, two girls are playing kindergarten. One put the dolls to bed, the other picks them up, puts them in the car. There is a quarrel. The teacher finds out that the second girl had an interesting idea - to take dolls to the country. They agree that the children will first sleep, and then go to the country.

Children of five or six years old have already gained experience in playing together, they know how to explain their ideas to their comrades, but conflicts sometimes arise in a well-organized, friendly gaming team. Preschoolers of this age develop self-esteem, which needs to be given the right direction so that it does not develop into self-conceit, vanity. Disputes can arise when choosing a game (everyone wants to be accepted by his proposal), when distributing roles, when introducing new episodes into the plot. Attentive, sensitive guidance of the educator helps to fairly resolve conflicts. Gradually, the teacher teaches children to do it on their own. Sometimes curious disputes arise about how the hero of the game behaves in life, how the machine actually works. Such disputes are useful for clarifying the ideas of children, for educating their curiosity.

Each child should be involved in collective games, children should feel and understand that it is interesting to play together. But this does not mean that there should not be solo play in kindergarten. Even the most sociable child of any age has a desire to make a building on his own, to play alone with his favorite toy. Such games are especially useful for easily excitable children who get tired of the company of their peers. You can often see how long, intently, the child builds something or plays scenes with the help of toys, acting as a director and speaking for all the characters. Individual games help the teacher to identify the characteristics of the child and find an approach to him.

For many days the children were captivated by the game of astronauts. They set up a cosmodrome, built a rocket. The cosmonaut corps conducted training, doctors examined them, cooks prepared food. A lot of interesting inventions and ingenuity were shown by the designers of the spacecraft. They did everything on their own, turning to the teacher for advice, sharing their projects with him. But this independence, ingenuity is the result of the knowledge gained previously in the classroom and during the game, formed by the educator of constructive skills, instilled organizational skills.

Having done a lot of preparatory work, the teacher continues to closely monitor the development of the plot, the nature of children's relationships, helps to resolve controversial issues, gives the game the right direction with advice, suggestions. The success of the management of play activities largely depends on whether it is possible to connect it with the labor activity of children. The child's desire for independence is also manifested in the fact that he is never satisfied with ready-made toys, no matter how good they are.

The process of making toys is included in the game as one of its stages, during which the child can fully show his activity and independence. Starting with the younger group, children should be taught to prepare everything necessary for the game. For example, the kids decided to celebrate the doll's birthday. The teacher offers to prepare a treat for the birthday girl and shows how to mold sweets and cakes from plasticine. Then, as a gift to the doll, children make drawings, small plasticine toys. In the future, preschoolers are taught to make toys from cardboard, wood, from another material suitable for this purpose that is in every home (boards, boxes, coils, scraps of cloth, etc.). In the summer, children, under the guidance of a teacher, learn to make things necessary for the game from pine and spruce cones, moss, tree bark, and branches. The ability to build, craft noticeably develops children's play creativity, makes games more meaningful and purposeful.

For educating children in the game, the selection of ready-made toys, a well-thought-out way of using and storing them, is also very important. For a creative game, first of all, toys are needed that convey the image of a person, an animal, depicting various objects, machines. The toy often encourages to play, helps to realize the plan, causes good feelings in the child. There is a lot of imaginary, conditional in the game, but as we have already said, the child's experiences and his actions are always real. With a doll in her hands, the girl feels like a real mother; with toy animals, children can arrange a zoo or a circus. In the family, the baby has sole control over his toys, he gives names to dolls, little animals. In kindergarten, for the first time, a child encounters public property and gets used to treating toys with care: however, in kindergarten, one should create a joyful playful atmosphere, maintain an attitude towards a toy as a playmate.

In each age group, the selection of toys varies in connection with the development of children's play interests. Toddlers usually have several identical toys of different sizes and designs, as the variety scatters the attention of children, preventing them from focusing on one plot. As children age, the games become more difficult and the need for more different toys arises. Instead of several identical dogs and bears, you need a set of different toy animals with which you can play herd, circus or zoo. Dolls appear - pioneers, sailors, soldiers, dolls depicting people of different nationalities. So that toys do not lose their attractiveness, it is necessary to change them: remove for a while those in which interest has faded and introduce new ones. Acquaintance with a new toy can take place in different ways, but the teacher must always arouse interest in it, explain its purpose.

Creative games differ in content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).

With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, and select the right toys. All this takes place under the conditions of tactful leadership of adults, which is aimed at stimulating the initiative, activity of children, developing their creative imagination, while maintaining amateur performance.

In the older group, you can often see how children play "School", "Daughters-Mothers", "To the Hospital", that is, they reflect the work of adults.

In the games of children, one can already notice the manifesting stereotypes of behavior that are characteristic of a girl or a boy. Girls behave like female representatives: appropriate clothes, manners, behavior. Boys also behave like men.

Playmates approve of these behaviors as long as they are gender appropriate. That is, if the girl behaves like a female representative, and vice versa.

The management of games in each age group has its own characteristics. In younger groups, the educator directly organizes the game, sometimes even becomes a participant in it, in order to influence the children by his example, instill in them the skills of playing together, skills in handling toys.

In older groups, the role of the educator in leading the game is no less active and responsible. Children are given independence in the choice of the game and its organization, but behind this independence lies the hard work of the teacher.

Thus, the game plays a big role in the life and development of children. In the game activity, many positive qualities of the child are formed, interest and readiness for the upcoming study, his cognitive abilities develop. Play is important both in preparing the child for the future and in making his present life full and happy.

Methods and techniques for directing role-playing games for children

When managing role-playing games, educators are faced with the following tasks:

development of the game as an activity (expansion of the subject of games, deepening of their content);

the use of the game in order to educate the children's team and individual children.

The management of a role-playing game requires great skill and pedagogical tact. The educator must direct the game without disturbing it, maintain the independent and creative nature of the game activity.

Indirect tricks - without direct intervention in the game (bringing in toys, creating a game environment before the start of the game).

Direct tricks - direct inclusion of the teacher in the game (role-playing participation in the game, participation in the collusion of children, clarification, help, advice during the game, proposal of a new topic for the game, etc.). The teacher influences both the choice of the topic and the development of its plot, helps the children to distribute roles, filling them with moral content.

The following pedagogical approach is presented in the studies of S. L. Novoselova and E. V. Zvorygina, who developed a comprehensive method for managing the game. The integrated method of leadership is a system of pedagogical influences that contribute to the development of children's independent plot play, based on its age characteristics and potential development of the child's intellect.

This method includes the following components:

systematic pedagogically active enrichment of children's life experience;

joint (educational) games of the teacher with children, aimed at transferring to them the gaming experience of the traditional culture of the game;

timely change in the subject-play environment, taking into account the enriching life and gaming experience;

activating communication between an adult and children, aimed at encouraging them to independently use in the game new ways of solving game problems and new knowledge about the world.

Observing the game activity in the older group, I noticed that the educator uses techniques and direct (inclusion of the teacher in the game, taking on a role, main or secondary, - not often, if necessary - showing a speech sample, collective discussion of the role-playing behavior of the players after games) and indirect guidance (enrichment of the social experience of children through all types of activities - observations, excursions, reading fiction, watching children's TV shows, conversations; involving children in the manufacture of attributes and design of playing fields.)

Analysis of the spatial-subject environment

When studying the subject environment of the group for the formation of gaming skills, zones for gaming activities were identified:

1. The corner of role-playing games contains games appropriate for the age of children: a hospital, a hairdresser, a driver, a shop, a sailor. All games are equipped with the necessary equipment. Containers with inventory for games are marked with corresponding pictures. Children can independently take, play, move games around the group.

2. The zone of printed board games is equipped with various didactic games, during which children learn to combine similar features of objects, group objects according to the named feature. Games are located on the shelves in a place accessible to children.

3. The play corner is equipped with various toys: dolls, cars, phones, bags, kitchen corner.

4. In the corner for building games, there are various types of constructor: floor, table, "Lego", soft modules.

5. In the area for theatrical games there are various types of theater: finger, "bibabo", rubber characters from fairy tales, theater on cubes, theater in pictures.

6. In the zone of musical development: sounding toys, sets of noise boxes, contrasting in timbre and nature of sound production (bells, drum, rubber tweeters, rattles, tambourine, pipes, metallophone, etc.), musical didactic games, music books, tape recorder .

Thus, the subject environment in the group is organized taking into account the needs of children, corresponds to the principles: activity, taking into account gender and age differences, modernity, safety.

The formation of a subject - developing environment is a dynamic process that allows the educator to show creativity, involving parents in the work.

1. Pay attention to the area of ​​water and sand and the corner of experimentation. Children are rarely allowed to play with them.

2. Pay attention to the frequency of the director's games. They are absent from the teacher's perspective.

3. Pay attention to the spatial organization of the environment, it should take into account for the child the possibility of fairly wide, well-visible paths of movement.

PERSONAL DEVELOPMENT PRESCHOOL CHILD

IN LABOR ACTIVITIES

“Education should develop in a person the habit and love for work;

it should enable him to find work for himself in life.”

K. D. Ushinsky

Studying the equipment necessary for the organization

work activities of preschoolers

Target: to develop the ability of students to analyze the organization of an expedient subject-spatial environment for the inclusion of preschoolers in elementary work.

In kindergarten No. 29, on the basis of which I had an internship, a comprehensive program "Rainbow" is being implemented. It reveals the volume of labor skills and abilities that children of each age group should master.

When studying the conditions of the group for the formation of labor skills, I found out that the group has a corner of nature in which children take care of plants, a corner for productive activities - here the guys are engaged in manual labor. For household work, there are white, colored, oilcloth aprons, brushes, a scoop, basins, and trays. For labor in nature - shovels, rakes, watering cans; buckets, panicles, wheelbarrows. In manual labor, children use cardboard, thick paper, foam rubber, pieces of fur, fabrics and other equipment. There are also seeds for sowing and planting, cones, acorns, wood blocks, etc.

All equipment is in sufficient quantity, of good quality and corresponds to the age of children, has an attractive appearance: the bright color of watering cans, the pleasant shape of boxes for storing natural material, elegant aprons, etc. - all this pleases children, contributes to the formation of a culture of work, causes aesthetic pleasure.

The equipment in the group room and on the site is placed in such a way that it is convenient to use it. The equipment is united by type of work: in a natural corner - watering cans, spray guns, animal feed; in the place reserved for manual labor - saws, hammers; accessories for household work - brushes and scoops for garbage collection can be placed on special shelves in the washroom, and for those on duty in the dining room - closer to the pantry.

The study of types of labor and their development

children of the older group

Target: to develop the diagnostic skills of students (pedagogical diagnostics of the level of mastery of various types of work by children).

During the day, preschoolers participated in the following types of labor: self-service, duty, labor in a corner of nature, manual labor. The teacher used individual, group and collective forms of labor organization. In the corner of nature, duty is organized daily. 4 people are on duty at the same time. The teacher selects groups in such a way that along with children with good skills, children with insufficiently developed skills are also on duty. Children enjoyed working in a corner of nature. The dining room also provides for duty. On a walk, the educator organizes labor activities for cleaning the site, the form of organization of this type of labor was most often collective, and household work is group cleaning, washing toys. I also noted that children really like manual labor (making crafts, repairing books, etc.)

The attitude of children to work was revealed through conversation.

Conversation questions:

What did you do? Did you get everything you wanted?

Why did you do it? What is it for?

How did you do it?

Do you love to work? Why do you love to work?

What kind of work do you dislike?

What do you dislike doing the most? Why?

Children's answers to the questions of the conversation:

L.E, 5 years old

I made crafts to decorate the group for the holiday. Everything turned out beautifully for me. I want our group to be smart. I cut out snowflakes from napkins, made strips from colored paper and glued the chain. I like to work: do crafts, water the flowers and feed the fish, and also set the table like a mother.

I.N, 5 years old

Today I came early and helped wash the toys, I like to help the teacher. Toys are washed so that they are clean, so as not to get sick. They poured water and sprinkled white powder, lowered the toy, then wiped it with a cloth and put it on a shelf. I don't like being on duty because I'm not a girl. I like to sweep and clear snow from the paths on the site.

N.M, 6 years old

I love watering flowers, I always water flowers, because of this they grow and they have flowers. I pour water into a watering can from a bucket, there the water is warmer than in the tap, and the water from the tap is harmful and cold for flowers. I like to be on duty, to lay tables like an adult teacher. I can mop the floor with a rag. And also wash clothes for dolls so that they are clean.

S.Zh, 5 years old

I don't like to work, I get tired. I help when asked because I am a boy and I help girls. I like to heat the stove, throw firewood. The stove is heated to keep the house warm.

Diagnosis of the formation of skills in children

labor activity

Target: students mastering the method of observation as a method of scientific research on the example of labor activity.

Conducting research: supervision of children in the course of work.

Data processing: fill out a diagnostic map of the child's development of work skills.

Number and nature of distractions:

Most children in the group work willingly and without distractions, but there are also children who constantly need supervision from the educator, often they need help from an adult or children.

Quality of work performance:

All children complete the work, some on their own, and some with a little help from an adult. Everyone clearly represents the result of work, so the quality of the work performed is good, which means that children can compare the result of their work with their peers.

Studying the development of creativity of preschoolers

in visual activity

“The origins of the abilities and talents of children at your fingertips. From the fingers, figuratively speaking, go the thinnest threads - streams that feed the source of creative thought. In other words, the more skill in a child's hand, the smarter the child."

V. A. Sukhomlinsky

Synopsis of a lesson on art activity (application)

"Winnie the Pooh"

Group: senior

Educational field: artistic creativity

Target:

Mastering the cutting technique, using a variety of ways to attach material to the background to obtain a three-dimensional application;

Tasks:

To develop visual control of the actions of hands, to enable each of the children to show independence in choosing ways to decorate work, to develop creative abilities; cultivate friendly relations with others; to teach children to create a three-dimensional toy application from parts, correctly conveying their relative size. To consolidate the ability to cut out parts of a round and oval shape, carefully paste the image, beautifully place it on a sheet of paper.

Equipment:

Scissors, scissor holder, brush, rosette with paste, napkin, brush holder, scrap box, tray with toy parts, oilcloth, landscape sheet size yellow cardboard, sample, natural material (watermelon seeds, melon seeds), buttons.

Relationship with other areas:

Modeling bears, playing with dolls in the play corner.

Lesson progress:

Educator: Guys, a letter has come to our group, and from whom you will learn it if you guess the riddle.

Riddle about Winnie the Pooh

He is cheerful and gentle

This cute weirdo

For him, walking is a holiday.

And honey has a special scent.

It's a plush prankster

Bear cub...

(Winnie the Pooh)

Let's read what he writes:

“Dear guys, please take a lot of my photos, I want to give them to my friends, I need to do it before winter. Thank you in advance! Winnie the Pooh".

Educator: Guys, why does he ask to do it before winter? (bears sleep in winter) Where do they sleep? (in the den) Well done, you guessed it.

In order for the photos to turn out good, let's carefully consider it.

How is the paper positioned vertically or horizontally? (vertically)

In what part of the sheet is the image of Winnie the Pooh? (in the middle of the sheet)

What parts of the body does the image of Winnie the Pooh consist of? (head, torso, upper and lower legs)

What details are on the head? (ears, nose, mouth, eyes)

What shape is the head? (round)

Are there body parts of the same shape? (torso)

What geometric shape do the paws look like? (oval), whether there are objects of the same shape in the photo (balloon).

What shape do the ears look like? (semicircle)

From what square will we cut the body? Why do you think so? (it is large) Show on the easel.

What size square do we need for the head? (slightly less)

From what detail will we start taking a photo? (from the body)

In what part of the sheet will the body be located? (slightly below the middle of the sheet)

Where will the head be located? (in the upper part of the body, on the head - ears)

Where will the upper legs be located? (right and left of the torso, and lower legs in the lower part of the torso)

Pay attention, the paws of the teddy bear are moving, how do you need to glue the details? (glue the tip of the part)

Now that we have looked at the image of a teddy bear, let's remember how to cut out the details (sit down at the tables)

I show and explain how to cut a circle from a square.

Who will tell you how to fold the rectangle to get two squares? (in half) what can we cut out of the square? (ears) how? (round the top corners)

And in order for the paws to be the same size, you need to fold a rectangular sheet of paper in half and in half again and cut out one detail, you get 4 oval paws.

How to cut an oval from a rectangle? (round off all four corners).

Where do we start work? (we cut out all the details, lay out the image on the sheet and then paste it)

Guys, you will find the details of the face (nose, mouth, eyes) on the tray.

If there is time left, you can make weed and a balloon.

Now that we've covered everything, I'm sure you'll take some great photos. Get to work.

After cutting out all the details, a physical activity “Bear” is held.

Physical education "Bear"

Stomp, bear,

Clap, bear

Squat with me brother.

Hands up, forward and down

Smile and sit down.

Posting pictures on the board.

Summary of the lesson:

Educator: That's how many portraits turned out and they are all wonderful, everyone tried, I think that the bear cub will be happy. What was difficult to do? What is easy? What photo did you like?

(drawing in the "wet" technique)

"Magic Flowers"

group: senior

Tasks:

1. Introduce children to the new “wet” drawing technique. Improve your watercolor technique.

2. Teach children to make a harmonious color composition.

3. To develop interest in nature and the display of representations in visual activity.

4. Develop artistic taste, imagination, creativity.

Materials:

A3 white sheets, watercolor paints, brushes of different sizes, jars of water, sponges, napkins, palettes.

Methodical methods:

3. Observation of the work of children.

4. Analysis of work.

Lesson progress:

1.Game situation, using an artistic word.

Educator: Guys, do you want to feel like magicians?

But, first you need to solve riddles.

(Guessing riddles is accompanied by showing pictures).

Riddles

proud sister,

She is the queen of all flowers.

The arrival of frost is terrible for her.

And the queen's name is ... (rose)

Long thin stem

Above - a scarlet light.

Not a plant, but a lighthouse -

It's bright red... (poppy)

wonderful flower,

Like a bright light.

Lush, important, like a pan,

Delicate velvet... (Tulip)

Many sharp petals -

Red, yellow, white, variegated.

Look at me,

I am called ... (Carnation)

Here are the thorny bushes

You better not touch them.

Rose Beauty's Relative

Hidden in the thorns of the threat.

Though not a cactus, not a blackthorn,

But the thorn in the garden ... (Rosehip)

And now, as I promised, we will become wizards for a while. We will draw magical flowers, but not on plain paper, but on wet paper. When drawings are done on wet paper, it gives the effect of fuzzy edges and infusion of one color into another. This technique will make our drawing magical, amazing and fabulous. See how I do it, and then try to draw these wonderful flowers yourself.

2. Display and explanation of the teacher.

Sponge will become an important tool today. We wet our leaf with it. This is the most important thing in the technique of drawing on a wet sheet. You need to find a middle ground: too dry a sheet will not allow the paint to spread beautifully. If there is too much water, the paint will spread over the entire sheet and the drawing may also fail. The sheet is wetted with quick movements, the hand moves freely. You can not wet the entire sheet at once, but only wet the place where you will now draw. Do not forget that when working on a damp background, the paint will spread as it pleases, this is the essence of the work - to get an unpredictable image.

Draw a circle of any color with a brush. Now, while the paper is not dry and the "first" color is flowing, we put a spot with a contrasting color. Here we have a flower. You can add a few more colored strokes or spots. The brush lightly touches the sheet, the paint lays down beautifully, forming magical overflows. It spreads - as it should be!

Before you start drawing, I suggest you imagine yourself with beautiful flowers.

Fizminutka "Flowers grow in the meadow":

Flowers grow in the meadow

Unprecedented beauty. (Turns - arms to the sides.)

Flowers reach for the sun.

Stretch with them too. (Sipping - hands up.)

The wind blows sometimes

Only it's not a problem. (Children wave their hands, imitating the wind.)

flowers leaning,

The petals drop. (Tilts.)

And then they get up again

And they still bloom.

Educator: Have a rest. Now let's get to work.

Independent creative activity of children

Gymnastics for the eyes "Fun week":

All week in order

The eyes are charging.

On Monday, when you wake up

Eyes smile at the sun

Look down at the grass

And back up.

Raise your eyes up; lower them down, the head is motionless; (relieves eye strain).

Tuesday watch eyes

They look to and fro,

Walk left, walk right

They will never get tired.

Turn your eyes to the right side, and then to the left, the head is motionless; (relieves eye strain).

On Wednesday we play hide and seek

We close our eyes tightly.

One, two, three, four, five,

Let's open our eyes.

We squint and open

So we continue the game.

On Thursdays we look into the distance

It's not a pity for this time

What is near and what is far

Eyes must be considered.

Look straight ahead, put your finger at a distance of 25-30 cm from the eyes, look at the tip of the finger and look at it, lower your hand. (Strengthens the muscles of the eyes and improves their coordination)

On Friday we didn't yawn

Eyes darted around.

Stop and again

Run to the other side.

Raise your eyes up, right, down, left and up; and back: left, down, right and up again; (improves complex eye movements)

Even if Saturday is a day off

We are not lazy with you.

Looking for corners

To run the pupils.

Look at the upper right corner, then the lower left; move your gaze to the upper left corner and lower right (improves complex eye movements)

We'll sleep on Sunday

And then let's go for a walk

To make the eyes harden

You need to breathe air.

Close the eyelids, massage them with circular movements of the fingers: the upper eyelid from the nose to the outer edge of the eyes, the lower eyelid from the outer edge to the nose, then vice versa (relaxes muscles and improves blood circulation)

Without gymnastics, friends,

Our eyes can't live

Educator: What different, interesting flowers turned out. I believe that all works are original, magical in their own way and very beautiful. And now let's arrange the exhibition "Magic Flowers" and place all your works there.

Abstract of the lesson on art activity

(modeling from plasticine)

"Autumn Tree"

group: senior

Lesson Objectives:

1. Teach children to sculpt balls, rollers, cakes;

2. To form the ability to compose a composition based on observations;

3. Develop attention and observation;

4. Raise interest in surrounding objects, in changes in the surrounding nature with the change of seasons.

5. Develop fine motor skills and coordination.

Equipment and material:

1. Plasticine.

2. Plastic knives (stacks)

3. Cardboard.

5. Oilcloth.

Preparation for the lesson:

The teacher puts oilcloth, plasticine, stacks, a sheet of cardboard in advance at each workplace.

Lesson plan:

1. Observations on the first autumn changes.

2. Repetition of the rules for working with plasticine.

3. Study of the technological map.

4. Independent work.

Working process:

1. Observations on the first autumn changes

Educator: Guys, let's go to the window and look at the trees. Look how beautiful the trees are. Why do you think trees are so beautiful?

Children: They have multi-colored leaves: red, yellow, orange and very little green.

Educator: Why do you guys think?

Children: Fall has come.

Educator: What seasons do you know?

Children: Autumn winter spring Summer?

Educator: How does a tree change with the seasons?

Children: In winter there is no foliage, in spring green leaves appear on the tree, in summer the tree is green, in autumn the leaves change color and the tree begins to prepare for winter - shed its leaves.

2. Repetition of the rules for working with plasticine.

1. Perform modeling on a backing board, do not put plasticine on a table, desk.

2. Before work, warm up the plasticine well in your hands.

3. Do not throw leftover plasticine on the floor.

4. Store plasticine in a box separately from notebooks and books.

5. After work, dry your hands with a cloth and wash with warm water and soap.

3. Examination of the technological map (see below - Figure 1)

Fizkultminutka.

Exercises for the muscles of the hands.

"My family"

This finger is a grandfather

This finger is a grandmother,

This finger is daddy

This finger is mommy

But this finger is me,

That's my whole family!

(Alternately bending the fingers, starting with the thumb.)

"Cabbage"

We chop cabbage, chop,

We salt-salt cabbage,

We three-three cabbage

We are eating cabbage.

(Movement with straight palms up and down, alternately stroking the fingertips, rubbing the fist on the fist. Squeeze and unclench the fists.)

"Friendly family"

We intertwined our fingers

And pulled out the handles.

Well, now we are from the Earth

We push the clouds.

(The exercise is performed while standing. Children interlace their fingers, stretch their arms forward with their palms forward, and then lift them up and stretch as high as possible.)

Exercise for the spine:

The children are at the tables. First they lean to the right and wink with their right eye, then they lean to the left and wink with their left eye.

Eye exercises:

1. Sitting at the table, relax and slowly move your eyes from left to right. Then right to left. Repeat 3 times on each side.

2. Slowly look up and down, then vice versa. Promotes the expansion of visual - motor activity.

4. Independent work.

5. Exhibition and analysis of student work.

Abstract of the design lesson

"What does it cost us to build a ship"

group: senior

Target:

To consolidate the general concepts of the water mode of transport; the main parts of the ship; to exercise children in plane modeling and construction from building material; fix the name of the details of the building material; develop attention, imagination, ingenuity.

Working process:

Children hear the sound of the surf (recording on disk).

Educator: Guys, do you hear? What it is? (children's answers). That's right, it's the sound of the surf. And it is these sounds that will help you solve my riddle. Here listen:

Such beauties, always and everywhere,

Born on land - live on water?

Children's answers.

Educator: Yes, they are ships. And our design lesson today will be devoted to ships. What type of transport are ships?

Children: To the water.

Educator: (opens images of ships prepared in advance on an easel - passenger, military and cargo) I agree, look and remember what types of ships you know.

Children's answers.

Educator: Each ship has its own purpose, but any ship has basic parts, something that unites all ships. Let's name them.

Children name the main parts of the ship (stern, bottom, bow, pipe, anchor, captain's cabin). The definitions of children are accompanied by a display of these parts on one of the images on the easel.

Educator: And who controls any ship?

Children: Captain.

Educator: Guys, I'll tell you the story of one captain. And I recognized her from a letter that I received today. This letter is from the design bureau. This is the place where ships are modeled and designed. And this is what they wrote to us.

A letter is read out, which says that the captain crashed in the ocean and asks to model and design a new ship for him, but the bureau employees have absolutely no free time and therefore they ask the guys about it.

Educator: But before we get to work, let's warm up.

Physical education is carried out:

Quietly splashing water

We are sailing on a warm river (hand movements)

Clouds in the sky like sheep

They fled in all directions (hands in different directions)

We get out of the river

Let's walk to warm up (steps in place)

Now take a deep breath

And sat down on the sand (sat down)

Swifts fly over the water (slowly rise, wave your arms)

Ruffs swim under water (snake with hands)

A beautiful boat floats

Painted sails (hands to the sides).

After the physical education session, the children sit down at the tables, where the prepared parts for construction are already standing.

The teacher draws the attention of the children to the easel, where two schemes of the ship are placed.

Educator: Guys, I have a diagram on my easel, which I also received by mail from the design bureau, so we will design the ship according to it. Please note that the construction takes place in two stages, so there are two schemes. But before we get started, let's remember the name of all the parts that are involved in the design.

Children list the details, then proceed to design.

When the work is completed, the teacher shows a sample that she built herself (in advance, only it was not visible so that the children were convinced of the correctness of their work.)

The teacher praises the children for the work done and reports that now they will make a planar model of their ship, a front view of themselves.

In front of the children on the trays are geometric figures, each of which, in planar modeling, denotes a certain detail of the sample.

Children complete the task, if difficulties arise, the teacher helps with advice.

Summing up.

Educator: And now let's play, and my game is called “What's gone? » I will remove one detail on my sample ship, and you, which one will be removed on your flat model. The game continues 2-3 times.

The teacher thanks the children for the good work, says that they did a great job and that the design lesson is over.

findings

After analyzing the observation of the work of the educator in visual activity (drawing with paints "Flowers"), I can draw the following conclusion: the room was prepared for the lesson in compliance with hygienic conditions. Tables are placed in accordance with the correct lighting. The teacher prepared visual material (colorful, the required size, at the level of the children's eyes). In preparation for the lesson, the children were given instructions: pour water into glasses, lay out napkins. The theme of the lesson corresponds to the program, the visual abilities of children. The teacher has a plan and outline of the lesson. The children were tasked to convey in the drawing the beauty of a flowering meadow, the shape of flowers. The illustrations with flowers were examined, their main parts were highlighted. During the lesson, the teacher gave instructions to the children. For those children who did not succeed, he provided assistance by showing the child's hand. The duration of the lesson is 25 minutes. The teacher allowed the children to analyze each other's work on their own. After that, she herself noted that the children did especially well. At the end of the work, the children put things in order on the tables. The teacher gives instructions: wash brushes and glasses, wipe tables. In general, the tasks set by the teacher are completed.

She analyzed the observation of the productive activity of children in modeling "Autumn Tree": children are able to sculpt on their own. They like to work with plasticine, depict objects in volume. They are able to separate small pieces from a large piece of plasticine, roll them out in a circular motion with their palms, sculpt various objects using a variety of modeling techniques. Lay the plasticine on the board. They choose the material they need.

Based on the results of observing classes in productive activities, I compiled a summary and technological maps for each type of activity.

Conclusion

The practice of observations made it possible to come to the following conclusion: the full development of the child is possible only thanks to the skillful guidance of an adult. However, the activity of the child himself plays an equally important role in mental development. It is not enough that the child has a normal heredity, a plastic brain, so that he is brought up in a cultural environment, it is necessary that he himself perform certain forms of activity, which are controlled by an adult. These forms of activity are organized into complex systems of activity, the development of which is the main task in the development of the child's psyche. In the process of mastering various types of activity, the child develops the brain, which is the physiological basis for complex types of mental activity. It is important to note that the brain is not so much a condition of mental development as the result of the organization of the child's own activity under the control of an adult.

The life of a child must be maximally saturated with various types and forms of activity that form the basis of childhood and allow him to successfully enter adulthood in the future. It is important to emphasize that childhood is not a stage of "dragging" a child into adulthood, but a valuable period in itself, which has its own rich content, which should be presented as fully as possible in educational work with children.

All the variety of forms of work with children is carried out in specific educational situations that the teacher creates, or that arise spontaneously when the child interacts with the outside world. Therefore, the teacher faces a special task - to think over and analyze the specific situations in which educational work with children takes place.

In conclusion of my report, I would like to say that there were no particular difficulties during the observation practice. It was very interesting to watch the teacher at work.

Bibliography

1. Lisina, M.I. The need for communication [Text] / M. I. Lisina // Problems of the ontogenesis of communication.- M .: Pedagogy. - 1986.

2. Repina, T.A. Communication in kindergarten and family [Text] / T.A. Repina M. Pedagogy. - 1990

3. Elkonin, D.B. Psychology of the game [Text] / D. B. Elkonin. M.: Humanit. ed. Center Vlados -1999

Find material for any lesson,

to educational and industrial practice for students

day department

According to PM 02

Teaching and organizing various activities and communication for children

With safe development

Specialty: 44.02.04

"Special Preschool Education"

teachers:

Butyaikina L.S.

Zubkova E.B.

Terentyeva M.A.

Pochukaeva E.V.

Ryzhkova O.B.

The guidelines were developed on the basis of the Federal State Educational Standard in the specialty of secondary vocational education 44.02.04 Special preschool education and cover the content of the following interdisciplinary courses (IDC):

MDK.02.00. Theoretical foundations of the organization of training in different age groups

MDK.02.01. Psychological and pedagogical foundations of the organization of communication of preschool children

MDK.02.02. Theoretical and methodological foundations for the organization of various types of activities

children of early and preschool age

MDK.02.03. Workshop on artistic processing of materials and fine arts

MDK.02.04. Theoretical foundations and methods of musical education
with a workshop

MDK.02.05. Theoretical foundations and methodology for the development of speech in children

MDK.02.06. Theoretical foundations and methods of mathematical development of preschoolers

MDK.02.07. Children's literature with a workshop on expressive reading

MDK.02.08. Theory and methodology of environmental education for preschoolers

MDK.02.00. Theoretical foundations of the organization of training in different age groups

(2 course)

Educational practice:

1. Analysis of the structure and content of exemplary and variable programs of preschool education, the working documentation of the educator for compliance with the Federal State Educational Standard.

2. Analysis of equipment in one of the areas of development of preschoolers (mathematical, speech, environmental).

Internship:

1. Card file of teaching aids in one of the areas of development of preschoolers (mathematical, speech, environmental).

2. Psychological and pedagogical characteristics for the child.

EXERCISE 1 Analysis of the structure and content of exemplary and variable programs of preschool education, the working documentation of the educator for compliance with the Federal State Educational Standard.

Questions for the analysis of exemplary and variable DL programs, the working documentation of the educator.

1. What is the main general education program for preschool education?

2. Analyze the structure and content of the OOP DO.

3. Does the structure and content of the PLO correspond to the requirements of the Federal State Educational Standard for preschool education?

4. What additional programs does the preschool institution use (variable, partial, etc.)?

5. What kind of working documentation does the educator keep? Does its content meet the requirements of the Federal State Educational Standard for preschool education?

TASK 2 Analysis of equipment in one of the areas of development of preschoolers (mathematical, speech, environmental).

Questions for the analysis of equipment in one of the areas of development of preschoolers

The material available in the preschool educational institution is analyzed in one of the areas of development of a preschooler (speech, mathematical, environmental)

1. Materials available in the methodical office:

Availability of educational literature

Demo Tutorials

Handout for classes

2. Storage conditions (convenient location, systematization, etc.)

(for an indicative list, see the CEP of preschool education)

3. Materials available to the teacher in the group

Internship:

EXERCISE 1 Card file of teaching aids in one of the areas of development of preschoolers (mathematical, speech, environmental).

Using Internet resources. make a card file of modern teaching aids in this area. Comply with filing requirements.

TASK 2 Psychological and pedagogical characteristics of the child.

Psychological and pedagogical characteristics
a pupil of _____ group of _____ kindergarten.
1. General information about the child:
Full name Date of birth
Home address
Date of admission to kindergarten, where he came from (from a family, another kindergarten), whether there were long breaks in attending kindergarten, for what reasons.
2. Characteristics of the family:
Full name of parents, year of birth, place of work.
Family composition: complete, incomplete, large, the presence of brothers and sisters.
Who is responsible for raising the child (mother, father, grandmother, others)
Is sufficient attention paid to the upbringing and education of the child?
3. Somatic health: more rarely, often, suffers from colds, has chronic health problems, eats poorly, sleeps hard and restlessly.
4. Characteristics of the activity: self-service skills: can he use toiletries, wash himself, wash his hands, comb his hair, can he dress himself, undress, put on shoes, shy, tie and untie shoelaces, use a spoon, fork, can he clean his things and bed.
5. Play activity: indifference or interest in toys, favorite games, does he understand the rules of the game, does he follow them, does he make a change in the content of the game, the availability of an imaginary situation, role in a group game, behavior in a conflict situation, does he reflect his experience in the game, (not) can support the game.
6. Design and graphic activity: whether he knows how to correctly assemble a nesting doll, a pyramid, fold simple figures according to the pattern of counting sticks, make constructions from cubes; drawing skills (house, tree, person, etc.), modeling (roll a ball, a block of plasticine, etc.); the image of vertical lines, horizontal lines, concavity of lines, the image of figures according to the model)
7. Attitude towards classes: not able to control their activities, does not bring the matter to the end, interferes with the teacher, children, quickly exhausted, works slowly and unevenly, the pace of activity is fast, but the activity is "chaotic and stupid". Does he accept help and what kind: verbal, practical, stimulating, guiding, organizing, teaching); how to overcome the difficulties that arise in the process of activity; (not) seeks to overcome, quits work, picks up after others, cries, worries and gets nervous, turns to the teacher, children for help, independently looks for a way out.
8. Personal characteristics: adequacy of emotional reactions, activity or passivity in various activities, the presence or absence of initiative, compliance, irritability, passivity in the process of communicating with children and adults; shyness, capriciousness, tearfulness, apathy, obsession, timidity; prevailing mood; behavior: calm, adequate to the situation, restless; moral qualities: the adequacy of relations with relatives, peers, other people, a sense of affection, love, kindness, a tendency to help or harm, offend others, aggressiveness, liveliness, etc., the ability to turn blue to the requirements of adults, accuracy, cleanliness, the adequacy of emotional reactions to approval and censure

Educational practice:

1. Study and analysis of the organization of communication between the educator and children in various activities.

Internship:

1. Organization of communication of children in joint activities.

2. Conducting games to develop communication skills, attention and interest in a communication partner, the ability to make contact, conduct a dialogue.

3. Organization of communication with children in various activities

Educational practice:

Exercise 1. Study and analysis of the organization of communication between the educator and children in various activities

Questions to analyze the organization of communication with children in various activities.

1. Organization of space for communication .

2. Whether communication was received or not. If not, why not?

3. Were any rewards used in the course of communication?

4. Features of the behavior of children, facial expressions, gestures, intonations of speech.

5. What questions did the children most actively answer and why?

6. What questions did the children fail to answer and why?

7. The nature of the end of the conversation, its educational effect.

8. What tasks are solved as a result of communication?

Completing a task.

1. Supervision of the educator in various activities ( game, communicative, labor, productive, cognitive, household)

Target:Studying the features of the teacher's communication with children

Location:

Date and time of the event:

Age group:

Educator:

Student(s):

2. Analysis of the organization of communication between the teacher and children:

I. Emotional attitude of the educator towards children

1. Positive emotional attitude is pronounced. It manifests itself in constant care, attention to children, in tactful help in case of difficulties. The teacher, using verbal and non-verbal means of communication, makes the child understand that he is not indifferent to him.

2. The teacher has a positive attitude towards children, responds kindly to their questions, requests for help. However, he does not show any initiative in this regard. The educator lacks sensitivity to children, pedagogical tact.

3. With a general positive emotional coloring of the teacher's attitude towards children, instability and situational behavior are characteristic.

4. There is no positive emotional coloring of the teacher's attitude towards children. Characterized by dryness in handling them. The educator takes care only when necessary, is insensitive to the mood, feelings, emotional distress of children.

II. Estimated attitude of the educator to children- what grades of children prevail

2. By modality (positive, negative).

3. By form (praise-approval, consent, anticipatory assessment, threat, indignation, reproach, censure, shame, bewilderment).

4. By nature (general, differentiated).

III. Teacher requirements for children

3. By modality (positive, negative).

4. By type (order, instruction, order, advice-proposal, indirect demand, request, hint).

IV.Questions of the educator to the children

2. By nature (stating, problematic, organizational and disciplinary)

Also note the pedagogical expediency and psychological validity of the educator's statements, taking into account the age and individual characteristics of children, and analyze situations when choosing a certain type of influence. Based on this, draw conclusions about the features of communication and the emotional attitude of the educator to children, about their preferred means of influence.

Internship:

EXERCISE 1. Organization of communication of children in joint activities.

Purpose: to study the level of development of communication skills.

Material: 2 silhouette images of mittens, 2 identical sets of pencils (6 pcs.)

Location:

Time spending:

Junior and middle group

1. "Yes-yes and no-no."

Target: Determine your place in the environment. Development of coordination of children in the group, the ability to listen to the teacher. The development of speech intonation.

Game description: Children stand in a circle with a teacher who asks questions.

Children are invited to answer quietly at first, then a little louder.

and quite loud. Yes-yes or no-no.

Educator: “I ask you to answer together and very quietly:

Are you kittens? Children answer: “no, no” (quietly)

And now louder: Are you kittens?

And now even louder: Are you kittens?

Now answer quietly: are you children?

You can ask questions: Are you flowers? Are you chickens? Are you puppets? Are you funny guys?

2. "Give a smile to a friend"

Target: The development of a positive attitude towards each other, the ability to make contact, to pay attention to peers.

Game description:

Children stand in a circle. The teacher invites everyone to find a mate, spin around, smile at each other, stroke each other on the head, hug, put their right hand on the heart, listen to how it knocks. Then collect a ray of sunshine into a fist and give it to a friend: "Misha, I want to be friends with you."

Gift for everyone"

Target: develop the ability to make friends, make the right choice, cooperate with peers, discuss the proposals made.

Game description:

The children are given the task: “If you were a magician and could work miracles, what would you give now to all of us together?” or “If you had a Flower - Semitsvetik, what wish would you make?”. Each child makes one wish by tearing off one petal from the common flower.

Fly, fly petal, through the west to the east,

Through the north, through the south, come back, make a circle,

As soon as you touch the ground, to be, in my opinion, led.

Lead to…

Offer to choose the best wish for everyone.

Draw the attention of children to the fact that it is necessary to listen to the answer of a friend to the end, without interrupting.

Finish the sentence"

Target: to teach children to join in the conversation, to be aware of their attachments, sympathies, interests, hobbies and talk about them.

Game description:

Children stand in a circle. As a leader - educator. He has a ball in his hands. He starts a sentence and throws the ball - the child finishes the sentence and returns the ball to the adult:

My favorite toy…

My best friend….

My favourite hobby….

My favorite holiday...

My favorite cartoon...

My favorite fairy tale...

My favorite song….

TASK 2 Organization of communication with children in various activities

(gaming, labor, productive, household)

Plan communication with children according to the scheme (at least three conversations):

What to talk about

What to ask,

For what purpose.

Sample recordings of conversations with children.

Second junior group

While dressing for a walk, talk to the children about the weather. Ask:

What season is it now?

Is it warmer or colder outside?

What color are the leaves on the trees?

Where do the birds fly?

Engage children in conversation. Clarify children's ideas about autumn.

Middle group.

During the walk, talk with the children about the rules of the road. Ask:

Where can you cross the street?

What traffic light?

What does a red traffic light mean?

What does a yellow traffic light mean?

Is it possible to cross the street alone, without adults?

Clarify the children's answers. Learn to participate in conversation.

Senior group.

In the process of playing activity (playing "Family"), talk with a group of children about items that facilitate a person's work in everyday life. Ask:

What appliances help in the kitchen in cooking? (coffee grinder, mixer, meat grinder, juicer, slow cooker ...) What can be done with their help?

What devices help a person in cleaning? (vacuum cleaner, dishwasher, washing machine…) How do they help?

Do you think that any thing is created by the labor of one or many people? Why?

Clarify, expand children's ideas about the world of objects. Develop the ability to maintain a conversation, improve the ability to answer questions, encourage attempts to express their point of view.

Educational practice:

1. Analysis of the planning of gaming and labor activities

2. Observation of the organization and management of the play activities of preschoolers during the day.

3. Analysis of the conditions for the development of play activities for preschoolers

Internship:

1. Planning of gaming activities.

2. Independent organization and management of the gaming activities of preschoolers

Educational practice:

EXERCISE 1 .Analysis of game activity planning

Questions for analysis

1. What types of games are planned (outside classes)?

2. Do the types of games and their content comply with the recommendations of the program?

3. What time are the games scheduled?

4.How often during the week is each game planned?

5. What games are not reflected in the work plans?

6. Is there a system and consistency in planning game activities?

7. Is there a connection between the game and other activities?

TASK 2 Supervision of the organization and management of the play activities of preschoolers during the day.

Questions for analysis

Characteristics and content of gaming activity.

1. What types of games were organized, their topics, duration.

2. How was the distribution by type of games: desire, teacher's advice.

3. Is the composition of the playing groups stable?

Management techniques for different types of games.

1. Preparation for gaming activities:

Selection of games and game material (by the teacher or children);

Thinking over its location (by the teacher or children).

2. What techniques did the teacher use to develop the role-playing game:

· Encouraged earlier started games;

Helped individual children and groups of children in choosing a new game;

Expanded children's ideas (through stories, reading a book, looking at illustrations);

Offered new roles

· Evaluated (analyzed) the game.

3. What methods did the teacher use to form the relationship of children during the game:

involved timid, shy children in the game (by direct suggestion

"Take to play", by introducing a new role);

Helped to unite small playing groups into large ones (old. ipodg. gr.)

he himself organized a team around himself for the game;

Encouraged children to independently negotiate (about the distribution of roles, about

toys);

Prevent or resolve conflicts that arise (over toys, over

roles, due to the implementation of the rules);

encouraged children to combine different games with each other;

used some other methods.

· (through stories, reading a book, looking at illustrations);

Talked to children about upcoming games and building themes

Interested in: "What are you playing?";

offered new game actions;

Offered new roles

introduced additional equipment or offered to make it together with the children;

offered new game situations;

gave direct instructions for action: “Feed the doll”, “Turn the steering wheel”;

· asked questions that guided the development of the game: “And now will mom feed her daughter?”

took on the main (secondary) role and thus directed the game;

· Evaluated (analyzed) the game.

TASK 3 Analysis of the conditions for the development of play activities of preschoolers

Questions for analysis

Play zones.

1. What play areas are there in the group?

2. Are toys and play aids selected for different types of play?

(The plot-role-playing, construction, theatrical, didactic, mobile).

3. Where and how are toys and other play material placed.

4. Is the play material available for children to use?

Internship:

EXERCISE 1 Planning of game activities.

During the day, the following types of games are held with preschoolers:

Before breakfast:

2-3 didactic games (by subgroups);

fun games (in the younger group - finger, round dance, in older groups

Round dance, games of low mobility);

After breakfast and between classes:

games of low and medium mobility;

On a walk:

2-3 mobile (of varying degrees of mobility);

didactic (by subgroups);

· 2-3 role-playing;

games with natural material (sand, snow);

After noon:

· 2-3 didactic games;

· 1-2 building (desktop and floor);

· 2-3 role-playing;

Theatrical game

fun games;

musical and didactic games;

· outdoor games;

A sample design for a synopsis of playing activities with preschoolers.

Summary of game activities in ...... group.

The abstract should contain 3-4 games of different types (role-playing, construction, didactic, dramatization game).

TASK 2 Independent organization and management of the play activities of preschoolers

Didactic game

· Name of the game;

Didactic task;

developmental task;

educational task;

· Materials;

· Game actions;

· Game rules

Role-playing game

Drawing up a summary of the game according to the algorithm:

· Name of the game;

Tasks (educational, educational, developing);

· Materials, manuals, equipment;

Game progress:

Gathering children to the game - motivation;

The plot of the game;

Game actions;

Dramatization game

Drawing up a summary according to the algorithm:

· Name of the game;

· Tasks;

· Materials and equipment;

· Pred.work.

Game progress:

Organization of children for the game - motivation;

Conversation on the content of the work (fairy tale);

Distribution of roles and attributes;

Educational practice:

1. Analysis of work planning

2. Analysis of the conditions for the organization of labor activity of preschoolers

3. Observation of the organization and management of the labor activity of preschoolers in different age groups

Internship:

1. Planning of labor activity.

2. Independent organization and management of the labor activity of preschoolers.

Educational practice:

EXERCISE 1 Analysis of work planning

Questions for analysis

1. Are all types of child labor included in the calendar?

2. At what regime moments are labor processes planned (before breakfast, during a walk, in the 2nd half of the day)?

3. What educational tasks are reflected in the plan?

4. Planning methods for managing the work of children?

5. Planning work with parents in this direction?

6. Does the system plan to organize and manage the labor activity of children?

TASK 2 Analysis of the conditions for the organization of labor activity of preschoolers

Questions for analysis

1. Is there enough equipment to organize the work of children?

2. Does the equipment meet pedagogical, hygienic, aesthetic and safety requirements?

3. Rational placement of equipment and its storage?

TASK 3 Observation of the organization and management of the labor activity of preschoolers in different age groups

Questions for analysis

1. In what types and forms of labor are children included?

2. What techniques does the educator use in the formation of labor skills and

3. Are the age and individual characteristics of children taken into account?

4. What personal qualities are formed in children?

5. Implementation of educational tasks in the process of labor activity of children

(formation of a sustainable interest in work, strong work skills,

the ability to negotiate in joint activities, to bring things to an end and

6. What are the results of labor, how does the educator evaluate the participation of children in labor

Internship:

EXERCISE 1 Planning of labor activity.

When planning the management of labor activity in different age groups, you can include children in the following types of work and forms of organization of labor activity:

II - th junior group - self-service, work nearby;

The middle group, the older group - household work (labor nearby, general labor), labor in nature;

Preparatory group - household work (joint labor), manual labor, labor in nature.

Make a summary in the table:

A sample of the design of a summary of labor activities with preschoolers.

Abstract of labor activity in ...... group.

Type of labor

Program tasks

Methodological techniques

Equipment

TASK 2 Independent organization and management of the labor activity of preschoolers.

1.Organization of the environment for collective work.

It is convenient to arrange tables and pick up and arrange the equipment necessary for work in

according to the strengths and capabilities of children;

2. During the management process, observe hygienic conditions:

The workplace should be well lit;

Make sure that children maintain the correct posture during labor;

Maintain order and cleanliness

3.Before starting, give clear explanations and instructions for work.

4. In the process of work, actively lead children, use a variety of methods and techniques.

5. At the end, summarize, evaluate the work of children, their relationships, the ability to work in a team, etc.

Educational practice:

1. Analysis of the subject-developing environment for the artistic education of children

2. Observation and analysis of GCD by productive activities (drawing,

applique, modeling)

Internship:

1. Planning for GCD for productive activities (drawing, applique, modeling), selection of material.

2. Independent conduct of GCD for productive activities (drawing, applique, modeling), selection of material.

Educational practice:

EXERCISE 1. Analysis of the subject-developing environment for the artistic education of children

Questions for analysis:

1. Does the subject-developing environment for artistic education correspond to the age characteristics of the children of the group?

2. Is the zone for artistic education in the group conveniently located?

3. What materials and equipment for artistic education are available in the group? Are the materials available for use by his children?

4. Have visual and didactic aids for children on artistic education been selected?

(toys, albums, workbooks, postcards, illustrations, reproductions, etc.) for different types of productive activities?

5..What is the quality of materials and visual aids?

TASK 2. Observation and analysis of GCD by productive activities (drawing,

applique, modeling)

Questions for observation and analysis:

1. How many parts did the NOD consist of?

2. By what methods was the children's interest in GCD aroused?

3. Did the teacher explain the methods of work in an accessible and clear way, were the explanations specific to the children?

4. Was the explanation based on visual material, a sample? What is the quality of materials and visual aids?

5. Did the teacher check the children's understanding of the explanations using control questions?

5. The quality of the display by the educator of the techniques of the image of the subject (if any took place in the lesson).

6. Duration of explanations or instructions for the upcoming work.

7. Did the teacher achieve the tasks set during the classes, did he use an individual approach?

8. What instructions, advice did the teacher give to individual children? The expediency of the given instructions and checking the quality of their execution.

9. Were there children who were out of sight of the caregiver?
10. Did the teacher encourage the children to independently use the acquired knowledge, skills and abilities, to work creatively?

11. Did the teacher notice the wrong fit and the wrong posture and correct them?
12. Did the teacher foresee the viewing of children's work at the end of the lesson and how was it organized? Were the children involved in the analysis of the work performed?
13. The duration of the lesson in stages and in general, the reasons for the delay, if any.

14. General assessment of the lesson, positive aspects and disadvantages, what changes should be made to the methodology of this lesson.

Internship:

EXERCISE 1 GCD planning for productive activities (drawing, applique, modeling), material selection.

Algorithm for writing a summary of the GCD for productive activities

The abstract of the GCD for productive activities should consist of the following components:

one . Topic title.

2. Tasks:

visual task;

technical task;

educational task.

3. Dictionary activation.

4. Preliminary work.

5.Materials: for children; for the educator.

7. NOD move.

The course is divided into three parts. In the first part, it is necessary to plan techniques aimed at creating children's interest in the topic of the lesson and methods for explaining the task. In the second part, provide individual techniques that contribute to the completion of the task. The third part indicates the forms of organizing the consideration and analysis of all works, summing up the lesson.

NOD sample.

Summary of educational activities in drawing in the senior group on the topic:

"Spring Sky".

Integration of educational areas: "Artistic creativity", "Cognition", "Music"

1.Create conditions for reflecting spring impressions in the drawing.

2. Learn to depict the sky using the “wet” color stretching method. To fix the technique of drawing trees.

3. To cultivate the ability to notice the beauty of the surrounding nature, to admire it. Develop creative imagination.

preliminary work

Observation of the sky on a walk (transparent, different colors at different times of the day), if possible, watching the sunset, looking at the image of the sky on reproductions, art postcards, slides, etc.

Materials, tools, equipment

White sheets of paper of the same size for compiling a general album of drawings "Spring is red"; watercolors, cotton swabs, jars of water; colored pencils, wax crayons, felt-tip pens (optional); cloth napkins, white napkins, paper napkins; glue stick; a cassette with Mozart's music "Fantasy", Manssne's "Reflection", a tape recorder, the basis for the future album "Spring is Red".

Organizing time

Educator: “Guys, do you like stories? (Yes)

Then listen to a story that happened to one boy:

“One day a boy went skating. He glided along the blue arc-road and noticed with pleasure that the color of the path under his feet was gradually changing. At first it was bright blue. Then it began to shimmer in the sun with yellow speckles, pink-blue and lilac sparks. Further, further ... The path brightened, turned pale .... And it ended with a completely white snowdrift.

Now I know what a shade is! - the boy exclaimed.

This is what happened to the boy.

Do you know what a shade is? (This is a variation of the same color).

Showing the teacher options for blue: from light blue to pale blue.

For example, now it's blue. Remains blue but changes slightly when we add another color; becomes lighter if more water is added; takes on a different hue when mixed with another color.

Where can you see these colors? (In the sky).

Listen to the poem and tell me what shades of the sky did you hear?

Red dawn lit up

In the dark blue sky

The band appeared clear

In its golden brilliance.

The rays of the sun are high

reflected light in the sky,

And scattered far

From them new in response.

Rays of bright gold

Light up the ground all of a sudden.

The skies are already blue

Spread around.

What shades of the sky were in this poem? (Dark blue, bright gold, light blue)

You are so considerate. Well done.

Explanation of the new material:

Do you want to depict such a spring sky?

Okay, but first, let's see what the sky is like today.

(Children go to the window and look at the color of the sky)

Look at the sky, what shades did you see?

(Blue, pale blue, pinkish, pale pink, yellowish, etc.).

Now each of you can draw your own spring sky, with the shade that you like best. Let's draw beautiful trees against the background of the sky that wake up after winter, and then draw the sky?

Children go to the tables.

Show how to do it:

The teacher reminds how to draw a tree and shows a new technique for drawing the sky “wet”, stretching, glazing.

Guys, how can you draw tree trunks? (Crayons, pencils, pastels)

Now select the material with which you will draw the trees. And in order to quickly moisten the sheet, it is better to take a swab or a thick brush.

The teacher turns on the music.

- And the music of the composer Mozart, which is called: “Fantasy”, will help you in drawing, it will tell you which shade to choose: pinkish, turquoise, lilac or yellowish.

In the process of children's work, the educator helps with a reminder of the image technique, advice on the choice of materials, colors, and the arrangement of trees for those children who are experiencing difficulties. To those children who

Children need communication to develop. Therefore, the correct organization of children's communication is one of the tasks of adults. First in the family, later - in kindergarten and school. And everywhere the main goal is to teach the child to communicate in such a way that it is useful and pleasant for him, and for other children too.

In infancy, it is important for a baby to feel the mood of others, to be imbued with their love, warmth, and care. The circle of communication at this time is narrow: it includes only family members and close acquaintances.

Getting into the community of children in the kindergarten at preschool age, the child is first lost, and at this moment it is very important organization of children's communication, as it affects the adaptation of the child and his further development.

Organization of communication of preschool children

The children's team in the preschool group is not formed immediately: at first, the teacher does a great job of adapting the children, helping them to get to know each other better, learn to interact. After some time, the correct organization of communication of preschool children begins to bear fruit in the form of independent activity and its results.

What do children need for meaningful communication?

• A positive, friendly environment in which every little person can feel at ease

• Space for practical knowledge of the world: corners with toys, "islands of creativity", where he can mold something from plasticine with friends, draw a picture as a gift to his mother, weave a bracelet out of rubber bands, etc.

• The inextricable link between the old and the new: the effect of novelty is extremely important for children. The organization of children's communication is usually based on familiar situations, but experienced educators are sure to bring something fresh into them. For example, they teach kids to creatively congratulate each other on their birthdays.

• An interested adult who will be “on the same wavelength” with children and help organize interaction correctly

• Transparency of the requirements that apply to the child, the presence of a positive example. Adults who set the rules of communication in a preschool should be consistent in observing the rules of communication with children, showing them an example of a positive attitude towards each other

Conditions for organizing children's communication

Experts identify the following conditions organization of children's communication in preschool:

• Creation of a developing environment. Children in kindergarten for the most part are in a closed room, so they quickly begin to get bored, play pranks, offend each other if they have nothing to do. By creating a developing environment, educators not only provide food for children's imagination, develop kids, but also teach them to communicate in the process of joint activities.

• Training in situational business communication. This happens in music and rhythm classes, in theater and gymnastics. If the teacher himself during the lesson is animated, emotional, actively communicates with the children, asks questions, praises for the answers, such an organization of children's communication will be really developing

• Compliance with the daily routine. The child must learn to distinguish work from play, active wakefulness from rest. The teacher teaches him to reckon with the opinions and desires of others, instills in children the rules of good manners, self-service skills

• Formation of emotional and practical communication. The teacher teaches the children to politely communicate with each other and elders, to correctly formulate their requests and comments, to do without insults in interpersonal communication.

Under such conditions of organization of communication of children, it is possible to create a complete environment for the growth and development of a benevolent, active, inquisitive personality of the child.

Planning the organization of communication of children in different age groups, in different types of activities

performed:

teacher Koraeva Anzhelika Aslanovna

MBDOU DS No. 11 "Alyonushka"

Planning is an early determination of the sequence of educational work, indicating the necessary conditions, means, forms and methods.

When we talk about planning, it is necessary first of all to determine the main activities that should be reflected in the work plan. These include the following types:

A game. The main type of independent activity of a preschooler is a plot game, the specificity of which lies in the conditional nature of actions. The game allows the child in an imaginary situation to carry out any actions that attract him, role-playing functions, to be included in various events.

Along with play, a significant place in a child's life is occupied by the free productive activity of children (constructive, visual, etc.). As well as in the game, the opportunities for the development of the child are enriched here.

Lessons. A significant place in the life of the kindergarten belongs to classes. They are aimed at the transfer of knowledge, skills and abilities by the teacher to the child.

One of the most effective ways of teaching children in the classroom is a didactic game. The rules of the game contain pedagogical tasks, and the didactic material contains game methods of action that the child learns.

Subject-practical activity. Traditionally refers to the field of labor education. To develop the natural need of children to imitate the actions of adults; stimulate independent forms of manifestation of activity of children. Not specifically labor skills and abilities constitute the content of labor education and training in kindergarten, but the development of the ability to use things and tools of one's own free will in subject-practical activity.

The enrichment of the social experience of children is facilitated not only by communication with different children, but also with different adults. The active participation of parents in the life of the kindergarten is necessary not only during the absence of children (parents' meeting, washing windows, etc.). It forms a full-fledged social environment, contributes to the establishment of the unity of the family and kindergarten.

Personal time. In the rules of the life of children, a place must be provided for the diverse and free manifestations of the interests of the child himself. These are not only holidays, but also just a time when he can do his favorite thing, knowing that he will not be forced to do any other activities. Having free time and being able to fill it is no less important for a child than participating in collective activities.

To create a system in planning in a preschool educational institution (hereinafter - DOE), several different types of planning are used:

1. A long-term development plan or a development program for a preschool educational institution drawn up for 3 years;
2. Annual plan of preschool educational institution;
3. Thematic plans (by main types of activity);
4. Individual plans for specialists and administration;
5. Calendar and forward planning in a specific age group.

Planning principles

Compliance with the optimal educational load on children.

Compliance of the planned pedagogical process with the physiological growth and development of children (biorhythms are taken into account, complex classes are planned on Tuesday, Wednesday).

Accounting for medical and hygienic requirements for the sequence, duration of the pedagogical process, and especially for the implementation of various regime processes.

Accounting for local and regional climate features.

Accounting for the time of year and weather conditions. This principle is implemented during walks, hardening and recreational activities, and environmental studies.

Accounting for individual characteristics (it is necessary to know the type of child's temperament, his hobbies, advantages and disadvantages, complexes in order to find an approach to his involvement in the pedagogical process).

Reasonable alternation in terms of organized and independent activities (classes, games, circle activities, joint work of children and the educator, as well as free spontaneous play activities and communication with peers).

Accounting for changes in the working capacity of children during the week when planning classes and the requirements for their compatibility (scheduling classes with maximum mental load on Tuesday and Wednesday, alternating static classes with classes with high physical activity).

Accounting for the level of development of children (conducting classes, individual work, games in subgroups).

The relationship between learning and development processes (learning tasks are planned not only in the classroom, but also in other activities).

Regularity, consistency and repetition of educational influences (one game is planned several times, but the tasks change and become more complicated - to introduce the game, learn the rules of the game, follow the rules, cultivate a friendly attitude towards children, complicate the rules, consolidate knowledge of the rules of the game, etc.)

Conditions Conducive to Successful Planning

1. Knowledge of software tasks.
2. Knowledge of the individual abilities and abilities of children.
3. Using the principle of repetition with the complication of tasks (3-4 times) with a small interval.
4. Joint preparation of the plan by both educators. As well as a constant exchange of views on the results of observations of children: how they learn the material they have studied, how they perform their duties, what are their skills of culture of behavior, manifestations of what character traits were observed, and so on. Thus, the main part of the plan is outlined by both educators, and the details - each separately.

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